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Technical ReportCMU/SEI-94-TR-11ESC-TR-94-011May 1994A Progress Report on Undergraduate Software EngineeringEducationGary Ford

Technical ReportCMU/SEI-94-TR-11ESC-TR-94-011May 1994firstSoftwareline of thereport titleA Progress Report on UndergraduateEngineeringsecond line of the reporttitleEducationthird line of the report titleGary FordUnlimited distribution subject to the copyright.Software Engineering InstituteCarnegie Mellon UniversityPittsburgh, Pennsylvania 15213

This report was prepared for theSEI Joint Program OfficeHQ ESC/AXS5 Eglin StreetHanscom AFB, MA 01731-2116The ideas and findings in this report should not be construed as an official DoD position. It is published in theinterest of scientific and technical information exchange.FOR THE COMMANDER(signature on file)Thomas R. Miller, Lt Col, USAFSEI Joint Program OfficeThis work is sponsored by the U.S. Department of Defense.Copyright 1994 by Carnegie Mellon University.Permission to reproduce this document and to prepare derivative works from this document for internal use isgranted, provided the copyright and “No Warranty” statements are included with all reproductions and derivativeworks.Requests for permission to reproduce this document or to prepare derivative works of this document for externaland commercial use should be addressed to the SEI Licensing Agent.NO WARRANTYTHIS CARNEGIE MELLON UNIVERSITY AND SOFTWARE ENGINEERING INSTITUTE MATERIALIS FURNISHED ON AN “AS-IS” BASIS. CARNEGIE MELLON UNIVERSITY MAKES NO WARRANTIES OF ANY KIND, EITHER EXPRESSED OR IMPLIED, AS TO ANY MATTER INCLUDING, BUT NOTLIMITED TO, WARRANTY OF FITNESS FOR PURPOSE OR MERCHANTIBILITY, EXCLUSIVITY, ORRESULTS OBTAINED FROM USE OF THE MATERIAL. CARNEGIE MELLON UNIVERSITY DOESNOT MAKE ANY WARRANTY OF ANY KIND WITH RESPECT TO FREEDOM FROM PATENT,TRADEMARK, OR COPYRIGHT INFRINGEMENT.This work was created in the performance of Federal Government Contract Number F19628-95-C-0003 withCarnegie Mellon University for the operation of the Software Engineering Institute, a federally funded researchand development center. The Government of the United States has a royalty-free government-purpose license touse, duplicate, or disclose the work, in whole or in part and in any manner, and to have or permit others to do so,for government purposes pursuant to the copyright license under the clause at 52.227-7013.This document is available through Research Access, Inc., 800 Vinial Street, Pittsburgh, PA 15212.Phone: 1-800-685-6510. FAX: (412) 321-2994. RAI also maintains a World Wide Web home page. The URL ishttp://www.rai.comCopies of this document are available through the National Technical Information Service (NTIS). For information on ordering, please contact NTIS directly: National Technical Information Service, U.S. Department ofCommerce, Springfield, VA 22161. Phone: (703) 487-4600.This document is also available through the Defense Technical Information Center (DTIC). DTIC provides access to and transfer of scientific and technical information for DoD personnel, DoD contractors and potential contractors, and other U.S. Government agency personnel and their contractors. To obtain a copy, please contactDTIC directly: Defense Technical Information Center, Attn: FDRA, Cameron Station, Alexandria, VA 223046145. Phone: (703) 274-7633.Use of any trademarks in this report is not intended in any way to infringe on the rights of the trademark holder.

Table of Contents1. Introduction12. The Current Status of Undergraduate Software Engineering Education2.1. Oregon Institute of Technology2.2. Parks College of St. Louis University2.3. University of Detroit Mercy2.4. Rose-Hulman Institute of Technology2.5. Drexel University2.6. State University of New York, Oswego2.7. University of Virginia2.8. University of West Florida2.9. Rochester Institute of Technology2.10. University of Washington2.11. Florida Institute of Technology2.12. Other Schools3345667888910113. Evolution of Undergraduate Software Engineering Programs3.1. Growth of Graduate Software Engineering Programs3.2. Evolution of Computer Science Programs3.3. The Computer Engineering Program at Carnegie Mellon University3.4. Conclusions12121419234. Recent Actions by the Professional Societies4.1. IEEE Computer Society4.2. ACM4.3. Task Force Activities25252727References28CMU/SEI-94-TR-11i

Table of FiguresFigure 2.1.Locations of Undergraduate Programs Surveyed3Figure 3.1.Locations of Software Engineering Graduate Programs14Figure 3.2Growth of Master’s Programs in Software Engineering15Figure 3.3a. CMU ECE Curriculum: Freshman and Sophomore Years20Figure 3.3b. CMU ECE Curriculum: Junior and Senior Years21Figure 3.4CMU Combined Electrical and Computer EngineeringCurriculum22Table of TablesTable 3.1.Graduate Programs in Software Engineering13Table 3.2.Graduate Programs in Computer Science with a SoftwareEngineering Option13iiCMU/SEI-94-TR-11

A Progress Report on UndergraduateSoftware Engineering EducationAbstract: The current status of undergraduate software engineering education in United States universities is summarized, including descriptions ofprograms at eleven schools. Possible scenarios for the further evolution ofundergraduate software engineering programs are described, based on observations of the evolution of computer science and computer engineering programs. Recent and ongoing activities of the Computer Society of the Instituteof Electrical and Electronics Engineers (IEEE) and the Association forComputing Machinery (ACM) regarding the establishment of the professionof software engineering are described, including the expected implications forundergraduate software engineering education.1. IntroductionSoftware engineering education in United States universities is evolving rapidly. In the1980s, master’s-level software engineering programs were just beginning; there werefew programs and their content varied considerably. The idea of a separate undergraduate software engineering program was so controversial as to be almost unimaginable.In the 1990s, master’s programs are becoming more common and their content betterdefined. Many computer science doctoral programs have a substantial number of students conducting research and writing dissertations on software engineering topics.The idea of an undergraduate software engineering program separate from computerscience, although still controversial, is being taken seriously by many people, and thefirst programs are being designed. By the end of the decade, we expect that softwareengineering degree programs at all academic levels will be well established.Since 1985, the Software Engineering Institute1 has tracked and reported on the growthof software engineering education. Previous reports [Ardis89, Ford91] have concentrated on graduate-level education. This report focuses on undergraduate education.In Chapter 2, we describe programs in eleven United States universities that illustratethe range of approaches to software engineering education that are being tried.1 The Software Engineering Institute (SEI) was established at Carnegie Mellon University in December1984, under a contract with the United States Department of Defense. Its primary mission is to provideleadership in advancing the state of the practice of software engineering to improve the quality of systemsthat depend on software.CMU/SEI-94-TR-111

Chapter 3 compares the evolution and growth of software engineering with those ofcomputer science and computer engineering programs. Some parallels are identifiedthat suggest the future growth of software engineering programs.Chapter 4 describes recent and ongoing activities of the Computer Society of theInstitute of Electrical and Electronics Engineers (IEEE-CS) and the Association forComputing Machinery (ACM). The two professional societies are cooperating on a rangeof activities that support the establishing of software engineering as a profession. Someof these activities will have significant implications for undergraduate software engineering education.2CMU/SEI-94-TR-11

2. The Current Status of Undergraduate SoftwareEngineering EducationWe do not know of any undergraduate programs named “bachelor of science in softwareengineering” at any United States universities. However, several schools teach significant course sequences in software engineering at the undergraduate level, a few schoolsoffer software-related programs (other than computer science), and some schools reportthat they are now developing undergraduate programs in software engineering. In thenext sections we describe the efforts at eleven of these schools. Figure 2.1 shows thegeographic distribution of the schools. Figure 2.1. Locations of Undergraduate Programs Surveyed2.1. Oregon Institute of TechnologyThe Oregon Institute of Technology (OIT), founded in 1947, is the polytechnic institutein the Oregon state university system. For several years it has offered a four-year program leading to the degree “Bachelor of Science in Software Engineering Technology”and a two-year program leading to the degree “Associate of Engineering in SoftwareEngineering Technology.” Both programs were accredited by the TechnologyCMU/SEI-94-TR-113

Accreditation Commission of the Accreditation Board for Engineering and Technology(ABET) in 1991.The OIT program announcement characterizes the programs in this way: “The study ofComputer Science prepares individuals to discover and develop new ideas in the theoryof computers and computing. Software Engineering Technology uses these ideas,together with sound engineering principles, to design and implement economical, reliable and maintainable software of all types.”The program is further described as using “. an applied approach to teaching. . Manyof these classes have a required laboratory component where the student learns to usestate of the art tools such as: code development and test work benches, interactivedebuggers & tracers, test generators, cross-compilers and emulators, as well as otherComputer Aided Software Engineering (CASE) tools.”In addition to a range of courses in mathematics, science, humanities, and socialsciences, the typical curriculum includes these technical courses:Freshman:Computer Science I, II; C Programming; Advanced C Programming;Computer Architecture I, II; Computer Assembly LanguageSophomore: Advanced Assembly Language Programming; ProgrammingLanguages II, III; Data Structures; UNIX; Computer Graphics I;Data Base I; Introduction to GrammarsJunior:Computer Logic I, II, III; Compiler Methods; Software Design andImplementation I, II; Numerical Methods; Operating SystemsSenior:Computer Networks; Management Processes I, II; SeniorDevelopment Project; Industrial Psychology; Industrial Economics;Introduction to Artificial IntelligenceNote that OIT uses a quarter system, so it is typical for a student to take five courses ineach of three quarters during the academic year.For more information, contact: Oregon Institute of Technology, Computer Systems EngineeringTechnology Department, Klamath Falls, Oregon 97601.2.2. Parks College of St. Louis UniversityParks College of St. Louis University specializes in aeronautics and flight-related education. Beginning in 1989, it offered a bachelor’s degree in “Airway Science/ComputerScience.” In 1992, the curriculum was revised to provide two additional degree options,“Applied Computer Science” and “Computer Software Systems.” It was the intent of thefaculty for this latter degree to prepare students for a software engineering career, butfor several reasons it was not possible to use the phrase “software engineering” in thetitle.All three degree programs share a common freshman and sophomore year curriculum.In the junior and senior years, the applied computer science curriculum requires thestudents to choose a specialization in aerospace or electrical engineering, avionics,4CMU/SEI-94-TR-11

meteorology, logistics, or aeronautical administration. In those years the ComputerSoftware Systems students take several additional software-related courses, including Operating SystemsNumerical MethodsIntroduction to Computer Software SystemsSoftware SpecificationSoftware DesignSoftware Generation and MaintenanceSoftware VerificationSoftware Design ProjectSoftware Project Management and EconomicsCurrent Topics in Computer Software Systems.Two additional software-related electives are required.For more information, contact: Parks College, St. Louis University, Department of Science andMathematics, Cahokia, Illinois 62206.2.3. University of Detroit MercyMercy College of Detroit recently merged with the University of Detroit, at which timethe campus adopted the name University of Detroit Mercy. Both schools have offeredundergraduate computer science programs for many years.The College of Business and Administration now offers the degree “Bachelor of Sciencein Software Production and Management.” The curriculum integrates recent softwareengineering knowledge with a more traditional curriculum in computer informationsystems. Its goal is to produce graduates who are competent at producing quality software products [Jovanovic92].Core courses in the program are Business ProgrammingSystems Analysis and DesignDatabase DesignData StructuresSpecification and DesignSoftware Quality Assurance and TestingSoftware ManagementData Communications.Electives include Interface Design Advanced Project in Software Production and Management International Software Management.The school is also developing a graduate program, “Master of Science in SoftwareManagement.”For more information, contact: University of Detroit Mercy, Computer Information Systems Department,Detroit, Michigan 48221.CMU/SEI-94-TR-115

2.4. Rose-Hulman Institute of TechnologyRose-Hulman Institute is a small (1400 students) men’s technological institution. In1987, the school created an independent computer science department and completelyrevised the computer science curriculum. Before that time, computer science wastaught in the electrical engineering department, and the curriculum was essentially anelectrical engineering curriculum with a computer science emphasis. The school nowgraduates 15 to 20 computer science majors each year.All computer science students are required to take a four-course sequence in softwareengineering. In the winter and spring quarters of the junior year, they take SoftwareEngineering and Software System Documentation. In the fall and winter quarters ofthe senior year, the students take Senior Project.The Software System Documentation course grew out of a technical writing course[Young91]. However, by placing it after software engineering in the curriculum, itrapidly became a different course from its predecessor. The maturity and experience ofthe students enabled the instructor to increase the difficulty of the assignments and tointroduce more advanced topics to the students. During the 1990-91 academic year, thesame professor taught both courses and used the opportunity to combine them to integrate software engineering concepts with the technical writing skills necessary toaccomplish software engineering tasks. The combined course lasts twice as long as theSoftware Engineering course. Students appreciate having extra time to complete theirsoftware projects. The longer time frame also allows all software engineering assignments to be revised and polished. Students are expected to produce professional qualitywork at all stages of their software engineering projects. All written work is kept online so that documents can easily incorporate excerpts from previous work.For more information, contact: Rose-Hulman Institute of Technology, Computer Science Department,Terre Haute, Indiana 47803.2.5. Drexel UniversityDrexel University is a private university in Philadelphia. It has a technological orientation, and all students in engineering, science, and information studies participate in aco-op program that alternates college studies and paid employment beginning in thesophomore year.The undergraduate computer science program at Drexel included a two-quarter electivesequence in software engineering in the early 1980s. In 1983, the first course of thatsequence became a required course, along with either the second course or a two-coursesequence in compiler construction. The goal was to ensure that students had some teamprogramming experience.In the early 1990s, the curriculum was revised to include six tracks, based on the computer science categories described by Denning [Denning89]. The tracks are Data Structures and Algorithms Numerical and Scientific Computation6CMU/SEI-94-TR-11

Artificial IntelligenceOperating SystemsProgramming Languages and CompilersSoftware Engineering and MethodologyStudents must complete three of the tracks, including software engineering andmethodology. This latter track includes four courses: Object-Oriented Programming,Software Engineering, and Software Engineering Workshop I-II. The software engineering course is taken in the junior year, and the two-course workshop sequenceprovides a senior year capstone experience.Drexel has also begun offering a master’s degree in software engineering, and it isexpected that as that program matures, many of the graduate-level courses will betaken as advanced electives by undergraduates.For more information, contact: Drexel University, Department of Mathematics and Computer Science,Philadelphia, Pennsylvania 19104.2.6. State University of New York, OswegoThe State University of New York at Oswego is one of 13 colleges of arts and sciences inthe New York state university system. It has more than 6000 undergraduate students.It has offered a bachelor’s degree in computer science for many years.Recently, the curriculum in computer science was modified to offer a concentration insoftware engineering, with the goal of giving students a strong background in softwaredesign and development in preparation for careers in the software industry[Tymann94]. A design consideration for the concentration was that it include a balanceof material from software analysis, computer systems, software systems, and softwareprocess, as suggested by the SEI [Ford90].For pragmatic reasons, the new concentration was designed to supplement the existingcomputer science curriculum; it required small changes to some existing courses andonly a few entirely new courses. The course changes can be characterized as trying tobalance the science side of computing with the engineering side, and they are beingaccomplished, in part, by the incorporation of laboratory work into several courses. Inaddition, several courses with large or group programming projects are being modifiedto include software engineering concerns such as documentation and modification ofexisting systems.Existing software engineering courses include a junior-level introduction to softwareengineering and a course on systems analysis. New courses are being offered insoftware design and software environments. The faculty expects that as they gain moreexperience in teaching software engineering, they will be able to introduce additionalnew courses. Currently under consideration are a course in software validation andverification and a project course or practicum with real projects from industry.For more information, contact: State University of New York at Oswego, Department of Computer Science,Oswego, New York 13126.CMU/SEI-94-TR-117

2.7. University of VirginiaThe Department of Computer Science at the University of Virginia is in the School ofEngineering and Applied Science, and the faculty feels “a strong commitment toachieving a true sense of rigorous engineering in our educational culture. We seek toeducate computer scientists with a clear understanding of, an appreciation for, andskills that support the engineering and comprehension of large software systems,reengineering of existing systems, use of modern tools and environments, and application of innovative techniques such as software reuse.” [Knight94].To achieve these goals, the department has recently revised its core curriculum. Thefirst four courses in the core are titled Introduction to Computer Science, SoftwareDevelopment Methods, Program and Data Representation, and Advanced SoftwareDevelopment. An emphasis on software engineering begins in the first course, and aphilosophy of engineering is incorporated into all of the core courses [Prey94].For more information, contact: University of Virginia, Department of Computer Science, Charlottesville,Virginia 22903.2.8. University of West FloridaThe University of West Florida, founded in 1963, is part of the state university systemof Florida.The computer science curriculum has an option called Computer Information Systems,which the department describes as “having a strong software engineering focus.” Theoption includes a three-semester sequence Software Engineering I, SoftwareEngineering II, and Systems Project.The first course in the sequence is an introduction to software engineering and anoverview of a typical software life cycle. Early life-cycle activities are covered in somewhat more detail. The second course emphasizes software design and testing. Studentsin these courses often produce a software specification and design that is then implemented in the Systems Project course.For more information, contact: University of West Florida, Department of Computer Science, Pensacola,Florida 32514.2.9. Rochester Institute of TechnologyThe Rochester Institute of Technology (RIT) has offered the degree “Master of SoftwareDevelopment and Management” since 1987. The school’s undergraduate computerscience program includes a four-course sequence in software engineering beginning inthe sophomore year.In 1993, a committee of faculty from computer science and several engineering departments began developing an undergraduate program, probably to be titled “Bachelor ofScience in Software Engineering.” They hope to begin the program in the fall of 1995.8CMU/SEI-94-TR-11

The RIT effort is noteworthy for several reasons.1. It is likely to be the first such program in the United States.2. The committee designing the program represents all the affected constituencieson campus (several departments, schools, and colleges), so that the politicalissues and “turf battles” can be openly addressed and resolved early in theprocess. The committee spent time investigating the depth and breadth ofsoftware engineering, and they were able to reach consensus that softwareengineering is an engineering discipline and that it is different from computerscience and computer engineering.3. The effort is likely to show the extent to which the content of an existing graduate program can be adapted in the creation of an undergraduate program.The RIT program will also address a constraint that most schools will not have: all RITprograms are cooperative programs. The students require five years to complete theprogram, including a total of one year in industry. This presents an interesting problemin curriculum design. If the first co-op period is as early as the sophomore year, howshould the early courses be structured to provide the students with sufficient skills tomake effective use of their first industry assignment?Engineering programs at RIT are accredited by ABET, and the school expects to seekaccreditation for its software engineering program as well. Because it could be the firstschool to do so, it will likely help catalyze the resolution of many accreditation issues.For more information, contact: Rochester Institute of Technology, Department of Computer Science,Rochester, New York 14623.2.10.University of WashingtonThe University of Washington (UW) in Seattle has branch campuses to serve the PugetSound region of northwest Washington. A particular goal of the branch campuses is tomeet the intellectual and pragmatic needs of students whose goal is employment in thesoftware industry.Toward this end, a committee including faculty from the UW Department of ComputerScience and Engineering, faculty from the Bothell branch campus, and industry representatives has been working to define a curriculum for the branch campuses leading to adegree in “Software Systems.” The curriculum is organized as three components:preparation, core computer science, and software development processes. The preparation includes mathematics, science, writing, and programming courses.The core computer science courses include Object-Oriented Programming and Abstract Data TypesDiscrete Structures and Formal ModelsData Structures and Their AlgorithmsComputer SystemsProgramming Languages and Their ImplementationNetworks and Distributed SystemsDatabasesCMU/SEI-94-TR-119

The software development processes courses include The Software ProductInformation Design and Product PresentationSoftware ProductionRequirements and SpecificationDesignTesting, Analysis, and VerificationThe curriculum is designed to teach fundamental concepts, while providing an extensivelaboratory component in which the students can develop more specific, job-orientedskills.Funding limitations have delayed the implementation of this program, although planning and development are still proceeding.For more information, contact: University of Washington, Department of Computer Science, Seattle,Washington 98195.2.11.Florida Institute of TechnologyThe Florida Institute of Technology began efforts in 1991 to offer an undergraduatesoftware engineering degree. The faculty chose the challenging strategy of first introducing a new freshman course sequence that stressed Harlan Mills’ cleanroom development method. All freshman computer science majors took the new sequence. The strategy called for introduction of additional software engineering courses each year until thefull four-year program was in place.By early 1993, it became evident that the strategy was not succeeding. A major factorwas the difficulty in developing the necessary course materials for the new freshmansequence—materials that presented the Ada language in the context of the functionalverification techniques and box-structured development strategies required by thecleanroom method. In addition, the inclusion of the new material in the freshmancourses limited the students’ abilities to acquire traditional programming skills. Thisbecame a significant issue for the faculty as the students entered the more traditionalsophomore computer science courses.Ultimately, the faculty decided to return to a typical freshman computer science coursesequence. Some higher-level software engineering courses are being retained, includinga project-oriented course.One other lesson can be learned from Florida Tech’s experience. The new freshmancourses were viewed by faculty outside the department as inappropriate service coursesin programming for science and engineering majors. This is likely to be a concern atmany schools that consider introducing freshman-level software engineering courses.As is the case in many disciplines, the differing needs of majors and non-majors mayrequire a department to offer different introductory courses to the two groups.For more information, contact: Florida Institute of Technology, Department of Computer Science,Melbourne, Florida 32901.10CMU/SEI-94-TR-11

2.12.Other SchoolsIn addition to the schools whose programs or plans were described in the previoussections, there are probably many others that have introduced more software engineering into their computer science programs in recent years. For example, we have heardthat there are now software engineering options in the computer science programs atWashington State University and at the California Polytechnic State University.We also note that software engineering programs have begun appearing in universitiesoutside the United States. For example, in Australia, the Swinburne University ofTechnology offers a Bachelor of Science in Software Engineering and the University ofMelbourne offers a Bachelor of Engineering in Software Engineering.We solicit information from all schools for inclusion in subsequent reports.CMU/SEI-94-TR-1111

3. Evolution of Undergraduate Software EngineeringProgramsIt may seem that the growth of distinct undergraduate software engineering degreeprograms is proceeding slowly. A significant question to ask at this point is whetherthat growth is typical—is it what we would expect to see in a new technical discipline?This chapter tries to answer that question.Our approach is to look for trends in the growth of software engineering programs andcompare them to historical trends for related disciplines. In particular, we examine theevolution of computer science and computer engineering programs. We would expectthat some of the patterns of growth of those programs would suggest how software engineering programs might emerge.Section 3.1 presents some factual data on the growth of software engineering programsin United States universities. Section 3.2 compares that growth to the growth ofcomputer science programs in the 1960s. Section 3.3 looks at the evolution of thecomputer engineering program at Carnegie Mellon University, which provides aninteresting example of the problem of creating separate programs in closely relateddisciplines.3.1. Growth of Graduate Software Engineering ProgramsWe have heard suggestions that new academic disciplines tend to emerge first at themaster’s level. This is plausible for several reasons. A new discipline often evolves out of specialized areas of another discipline, and astudent needs a foundation in the parent discipline before studying the new one. Graduate programs often have topics or seminar courses already on the booksthat provide the flexibility to teach new topics with a minimum of formal administrative barriers. Experience gained in teaching graduate courses makes it easier to organize andless risky to teach t

Software engineering education in United States universities is evolving rapidly. In the 1980s, master’s-level software engineering programs were just beginning; there were few programs and their content varied considerably. The idea of a separate undergrad-uate software engineering p

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